This work is licensed under the Creative Commons Attribution 4.0 International License.
Gough, P. B., (1986). Tunmer W E. Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10.Search in Google Scholar
Kirby, J. R., (2008). Savage R S. Can the simple view deal with the complexities of reading?. Literacy, 42(2), 75-82.Search in Google Scholar
Gustafson, S., Samuelsson, C., Johansson, E., et al. (2013). How simple is the simple view of reading?. Scandinavian Journal of Educational Research, 57(3), 292-308.Search in Google Scholar
Catts, H. W. (2018). The simple view of reading: advancements and false impressions [J]. Remedial and Special Education, 39(5), 317-323.Search in Google Scholar
Becker, M., McElvany, N., Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational psychology, 102(4), 773.Search in Google Scholar
Guthrie, J. T., Wigfield, A., Metsala, J. L., et al. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific studies of reading, 3(3), 231-256.Search in Google Scholar
Becker, M., McElvany, N., Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational psychology, 102(4), 773.Search in Google Scholar
De Naeghel, J., Van Keer, H., Vansteenkiste, M., et al. (2012). The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of educational psychology, 104(4), 1006.Search in Google Scholar
Froiland, J. M., Oros, E. (2014). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology, 34(2), 119-132.Search in Google Scholar
Guthrie, J. T., Wigfield, A., Metsala, J. L., et al. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific studies of reading, 3(3), 231-256.Search in Google Scholar
Hebbecker, K., Förster, N., Souvignier, E. (2019). Reciprocal effects between reading achievement and intrinsic and extrinsic reading motivation. Scientific Studies of Reading, 23(5), 419-436.Search in Google Scholar
Schaffner, E., Schiefele, U., Ulferts, H. (2013). Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension. Reading Research Quarterly, 48(4), 369-385.Search in Google Scholar
Schiefele, U., Stutz, F., Schaffner, E. (2016). Longitudinal relations between reading motivation and reading comprehension in the early elementary grades. Learning and Individual Differences, 51, 49-58.Search in Google Scholar
Vellutino, F. R., Tunmer, W. E., Jaccard, J. J., et al. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific studies of reading, 11(1), 3-32.Search in Google Scholar
Macaruso, P., Shankweiler, D. (2010). Expanding the simple view of reading in accounting for reading skills in community college students. Reading Psychology, 31(5), 454-471.Search in Google Scholar
Hogan, T. P., Adlof, S. M., Alonzo, C. N. (2014). On the importance of listening comprehension. International journal of speech-language pathology, 16(3), 199-207.Search in Google Scholar
Nippold, M. A. (2017). Reading comprehension deficits in adolescents: Addressing underlying language abilities. Language, Speech, and Hearing Services in Schools, 48(2), 125-131.Search in Google Scholar
Mudrák, J., Zábrodská, K., Takács, L. (2020). Systemic approach to the development of reading literacy: family resources, school grades, and reading motivation in fourth-grade pupils. Frontiers in psychology, 11, 37.Search in Google Scholar
Donolato, E., Giofrè, D., Mammarella, I. C. (2019). Working memory, negative affect and personal assets: how do they relate to mathematics and reading literacy?. PloS one, 14(6), e0218921.Search in Google Scholar
Vestheim, O. P., Husby, M., Aune, T. K., et al. (2019). A population study of relative age effects on national tests in reading literacy. Frontiers in Psychology, 10, 1761.Search in Google Scholar
Lee, Y. H., Wu, J. Y. (2013). The indirect effects of online social entertainment and information seeking activities on reading literacy. Computers & Education, 67, 168-177.Search in Google Scholar
Share, D. L. (1990). Self-correction Rates in Oral Reading: indices of efficient reading or artefact of text difficulty?. Educational Psychology, 10(2), 181-186.Search in Google Scholar
Caccia, M., Giorgetti, M., Toraldo, A., et al. (2019). ORCA. IT: A new web-based tool for assessing online reading, search and comprehension abilities in students reveals effects of gender, school type and reading ability. Frontiers in Psychology, 10, 2433.Search in Google Scholar
Abou-Elsaad, T., Ali, R., Abd El-Hamid, H. (2016). Assessment of Arabic phonological awareness and its relation to word reading ability. Logopedics Phoniatrics Vocology, 41(4), 174-180.Search in Google Scholar
Oakhill, J. V., Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a fouryear longitudinal study. Scientific studies of reading, 16(2), 91-121.Search in Google Scholar
Mohamed, A. R., Eng, L. S., Ismail, S. A. M. M. (2010). Making Sense of Reading Scores with Reading Evaluation and Decoding System (READS). English Language Teaching, 3(3), 35-46.Search in Google Scholar